CHAPTER 1

THE PROBLEM

Introduction

The COVID-19 pandemic is the first and foremost a health crisis. Many countries

have decided to close schools, colleges, and universities. This problem clarifies the

issues policy makers are facing between closing schools which includes reducing

communication and keeping lives and allowing employees to work and maintain the

economy. Temporary severe disruption is felt in many families around the world: home

education is not only the most frightening thing in parent’s productivity, but also in

children's social and educational well-being. In addition, this rapid change in home

schooling during the epidemic has brought back attention to the importance of sharing

the responsibility for student’s learning. As more and more people become accustomed

to life in the world of long-distance learning, parents and teachers continue to improve

their home learning routines — especially for students who struggle with reading

comprehension. Whether students read fluently or intermittently, they may find it

challenging to summarize, answer questions, find unfamiliar vocabulary, and open up

deeper meaning. Therefore, in order to develop and strengthen the programs that

DEPED already has, it is also important to know good examples of how to strengthen

the home-school relationship - that positive home-school relationship that is essential to

student academic success.

Accordingly, the nation was thrown into an uproar by the release of the 2018

Program for International Student Assessment (PISA) Report which stated that students
in the Philippines got lower scores in reading comprehension than most of those

surveyed in other nations. In fact, the country’s overall score in reading was a

measly 340 points. Based on the findings, over 80 percent of Filipino students around

the age of fifteen did not reach the minimum level of proficiency in reading. In addition,

the oral reading fluency for students in early grades is estimated to be about 30 percent

lower than in typical years, and students from lower achieving schools may be falling

even farther behind according to Newsroom press release in the year 2021.

The research brief urges policymakers and educators to pay close attention to

the impact of the pandemic on the student’s reading skills especially in reading

comprehension. In response also with the Department of Education’s Memorandum No.

173 series of 2019, Hamon: Bawat Bata Bumabasa ( 3 B’s Initiative) intensifying the

advocacy for reading and by pledging commitment to make every learner a reader at

his/her grade level; one of the implementation components is a need in increasing

student’s comprehension skills. 

In the context, reading comprehension skills among junior high students have

been a serious problem, especially in which the Modular Distant learning is

implemented and some learners had difficulty comprehending through self-study. Based

on various related studies, reading comprehension is a critical learning skill for all

students (Clarke, Truelove, Hulme, & Snowling, 2013; Wong, 2011). Students need

reading comprehension skills to successfully accomplish the educational goals and

expectations, which are required in the classroom settings. The importance of being

able to understand written materials increases significantly in all academic areas as

students move from one grade to another (Clarke, Truelove, Hulme, & Snowling, 2013;
Wong, 2011). In contrast, not being able to successfully comprehend can prevent

students from learning, retaining information that they read, and graduating from school,

which will negatively impact different aspects of their lives later on (Hoeh, 2015; Mason,

2004). Not only is reading comprehension a valuable skill for learning in school, but in

order to successfully interact in everyday life, individuals need reading skills in order to

be able to have and maintain a job and successfully engage in different daily activities

(Hoeh, 2015; Mahdavi, & Tensfeldt, 2013), and live independently (Hoeh, 2015). The

need for reading comprehension becomes very critical when thinking about the negative

consequences of not being able to read in critical situations. Thus, addressing the gap

encourage the researcher to develop one good example to strengthen the home- school

relationship with respect to students learning in reading comprehension amidst

pandemic- the zonal reading intervention.

Zonal reading is an intervention wherein teachers will conduct reading by zones

or in every barangay which is participated by Grade 9 students. This intervention will be

applied according to schedule and list of students. The level of comprehension per

students will be determined through the aide of Deped PHIL-IRI questionnaire based

from the Philippine Informal Reading Inventory Manual 2018. According to Philippine IRI

Manual 2018, the questionnaire can either be used for 1.) Student’s individual reading

level which determine student’s independent, instructional, and frustration levels for

three types of literacy tasks: oral reading, silent reading, and listening comprehension;

and can be used to, 2.) Monitor growth and response to intervention which is

determined by obtaining the comparison of the pre- test and post test results of Phil- IRI,
as well as determine the efficacy of program or reading interventions conducted by the

school and/or teachers.

Theoretical Framework

This study will be anchored on Instruction theory (Bransford, et al.,1993) also

known as Anchored instruction, which is a technology-based learning approach

stressing the importance of placing learning within a meaningful, problem-solving

context.

A form of situated learning, anchored instruction uses context, stories

representations or real objects to situate the learning and application of knowledge. In

other words, the learning is contextualized to provide students with realistic roles that

serve to enhance the learning process (Bransford et al., 1993).

Figure 1. Anchored Instruction Framework

 Anchored instruction is a framework for learning that emphasizes complex

problem solving in integrated learning contexts. Integrated learning contexts take on the

form of drawing realistic connections, making learning meaningful for students, and

forming connections within and between content domains. An anchored instruction

activity supports learning opportunities that relate to and extend thinking to other

content areas. It involves the utilization of anchored material or media, the most

effective example of it is the zonal reading intervention to make a shared experience

among students and a beginning point for further learning on a subject. When the

necessary teaching aid is employed by the teacher to introduce a subject to students,

the teacher then builds upon it through additional lessons. During the discussions and

activities, the teacher and students can see the material or the intervention anchored to

add on the learning of the students for better and effective understanding, and any

questions that arise during the activity will be answered and understood more by the

students themselves.

Further, the anchor is the scenario or situation given to learners that sets the

stage or provides the context for use of learners’ knowledge or skills. The anchored

activity not only promotes connections between the content and real-life but also

between subject areas. Students can reflect on how other domains related to the

learning activity, what knowledge can be integrated to assist in understanding. As

anchored instruction promotes problem-solving, students are able to see how the

learning is meaningful.

Conceptual Framework
 Below is the schematic diagram of the study which outlined the input, process,

and output of the study.

The researcher will be conducting a quasi-experiment in which Grade 9 students

as the participants of study are studied before and after the intervention.

INPUT PROCESS OUTPUT

1. What is the socio

demographic profile  Distribution of
of the respondents in
terms of: questionnaires
a. a. Age
before and To assess the
b. b. Gender
c. c. Parents highest after effectiveness of
educational attainment
d. d. Parents Average intervention zonal reading
Monthly Income
e. Occupational Status  Retrieval of intervention

questionnaires
during this time of
2. What is the
respondents’ level of  Statistical blended learning.
comprehension in
terms of: Treatment
a. Literal
b. Inferential through pre-
c. Critical
test and post

test
3. Is there significant
difference between  Interpretation

respondent’s level of of data

comprehension with
 Data Analysis
respect to their pre-
test and post test
score?
 Figure 2. Schematic Diagram of the Study

Statement of the Problem

Aside from Covid 19 pandemic affects nearly 1.6 billion learners in more than

200 countries, overcrowding, underfunding, and unable to progress because of a lack of

long-term planning have long been the collective problem of public schools in the

Philippines. According to the PISA report, expenditure per student in the country is 90

percent lower than the global average and the ability of each student to learn and

comprehend the materials presented is further hampered by the absence of viable

teaching materials and an environment that is not very conducive to classroom learning

due to Covid 19 cases. Hence, this study aims to determine the effectiveness of zonal

reading as an alternative way to help Grade 9 students from Barangay Cogon, El

Salvador, Misamis Oriental with their reading comprehension learning. Specifically, it

aims to determine the following:

1. Respondents socio demographic profile in terms of:

a. Age

b. Gender

c. Parents highest educational attainment

d. Parents average monthly income

e. Parents occupational status

 2. Respondents level of comprehension in terms of:

a. Literal

b. Inferential

c. Critical

3. Significant difference between the level of comprehension among grade 9

students before and after the zonal reading intervention.

4. Significant relationship between student level of comprehension when grouped

according to their socio demographic profile.

Statement of Hypothesis

The hypothesis of the study will be tested at 0.05 level of significance.

1. Null hypothesis (H01): There is no significant difference between the level of

comprehension among grade 9 students before and after the zonal reading

intervention.

Alternative Hypothesis (H11): There is significant difference between the level of

comprehension among grade 9 students before and after the zonal reading

intervention.

2. Null hypothesis (H02): There is no significant relationship between student level of

comprehension when grouped according to their socio demographic profile.

Alternative Hypothesis (H12): There is significant relationship between student

level of comprehension when grouped according to their socio demographic

profile.

Significance of the Study

 The implementation of this study is timely and relevant. Likewise, this study aims

to bring contribution to the following:

Students. The result of this study would try to shed lights among students in

developing their knowledge, skills and experiences that they must have to be able to

understand both the main idea and the details of any given texts, and to be able to

identify the difference components of the text as well.

English teachers. This study can give teachers the information on how effective

the zonal reading is for the students to develop their reading skills in terms of

comprehension. It would also give insights to vary home-school instructions and

improve student performance in English by the use zonal reading as an alternative way

of learning for students despite the presence of Covid-19 pandemic.

Administrators. It will serve as a basis for the school administrators to establish

trainings and programs for the development of students reading skills, and for the

teachers who function as the guide for student’s zonal learning. It will also be useful in

providing evidence- based feedback that that will enlighten the importance and

effectiveness of zonal reading in fostering students reading skills.

Future Researchers. This study can serve as a basis and benchmark for further

similar studies to be undertaken along in the line of zonal reading. Besides, b eing able

to encounter future complications in relation to the study, this study will provide

knowledge about understanding the components of reading comprehension and serves

as a basis in conducting further research.

Scope and Limitations of the Study

This study will be focusing on the effectiveness of Zonal reading intervention as

an alternative tool for students learning in terms of their reading skills despite the

presence of Covid- 19 pandemic. The participants of the study will be limited only to

grade 9 students in Barangay Cogon, El Salvador, Misamis Oriental from public

secondary schools in the Division of El Salvador City. The conduct of the study will be

done through determining the reading comprehension score among grade 9 student’s

pre-test and post-test experiment. This indicates that students will take an assessment

test before and after the zonal reading intervention.

The study will also cover in determining the relationship between student’s socio

demographic profile and their level of reading comprehension.

Definition of Terms

To further understand the concept of the study, the following terms were defined

operationally.

Comprehension - understanding what one reads

Literal - questions in which the answers are explicitly stated in the text

Inferential - questions in which the answers are not explicitly stated in the text. These

questions require the reader to establish relationships between what he/she knows and

what is stated in the text. Questions regarding vocabulary words used in the text may

also be considered inferential when they require the reader to use context clues in order

to figure out word meanings

Critical - questions which require the learner to analyze, synthesize, and make

judgments on the author’s ideas

CHAPTER 2

REVIEW OF RELATED LITERATURE

This section showcases the literature reviews dealing with the importance and

effectiveness of zonal reading or reading by zone or through home visitations. Relevant

studies and some important ideas in relation to zonal reading will also be discussed.

Reading Comprehension

Reading is a work in progress to develop an understanding of a subject or topic.

Reading is an important skill that people need to consider in order to be successful in

life. Reading keeps people informed, up-to-date, and thinking. It is both an acceptable

and effective process. It is a powerful process where the reader seeks to communicate

ideas in a text. Learning requires the use of many psychological processes as

information is collected, processed and analyzed. Also, reading is a source of

entertainment for individuals (Li and Wilhelm, 2008).

 While reading is a very important part of personal growth and learning, it is the

concept of understanding that can be most important. Self-study alone is not enough: in

addition, each person needs to be able to distort, analyze, and rearrange ideas and

information. One needs the ability to understand what the author is trying to say (Mckee,

2012).

Reading problems that adversely affect students' understanding may include one

or more of the following: improper use of prior knowledge, vocabulary, difficulty reading

fluently, limited knowledge of common text structures (Gersten, Fuchs, Williams, &

Baker, 2001; Graham & Bellert, 2005), difficulty of imaginative practice (Hall, Barnes,

2017; Jiménez-Fernández, 2015; Sencibaugh, 2007), and unfamiliar with the

appropriate strategy needed to find meaning in the text (Woolley, 2008). Having one or

more of these problems can prevent students with 3 learning disabilities from

understanding what they are learning and succeeding in school. It is very important to

help students with reading difficulties to overcome learning difficulties that can prevent

them from achieving literacy success before they reach higher grade. This is because,

in the lower grades, students are more focused on learning to read, while more than a

third grader is learning to read (Sloat, Beswick, & Williams, 2007; Clarke, Truelove,

Hulme, Snowling, 2013). Failure to solve learning difficulties during elementary school

greatly increases the likelihood that learning difficulties will follow in their later years

(Ford & Opitz, 2008; Samuelsson, Lundberg, & Herkner, 2004). Sloat, Beswick, and
Willms (2007) state that most students who do not know the basics of reading skills by

the end of the third grade will never learn to read well, have more difficulty with the

grade level curriculum, need more continued support, and do less than their classmates

in reading success. Therefore, the critical role played by students in tertiary education

emphasizes the importance of identifying struggling students in their first grades and

providing them with the most appropriate learning strategies (Antoniou & Souvignier,

2007; Sloat, Baswick, and Willms, 2007).

"Research strongly supports the important role of early detection in preventing

reading difficulties and the urgent need to teach children to read during the first few

years of school so that they can" learn to read "in grades 3 and above" (Sloat, Beswick,

and Willms, 2007, p. 524). To avoid the long-term negative effects, teachers need to

apply and integrate reading comprehension strategies into their daily teaching practices

to increase the level of reading comprehension of students with learning disabilities.

Although various approaches to teaching students comprehension have been

investigated by 4 researchers (Ruiz, 2015), the majority of American students

experience difficulties with reading comprehension (Cromley and Azevedo, 2007).

Taylor, Pearson, Clark, and Warpole (2000) have found that traditional classroom

teaching in reading generally does not include many commands or activities that are

directly focused on reading comprehension. Therefore, exploring strategies to improve

reading comprehension can help teachers to develop new subjects that can be added to

the reading curriculum at different grade levels. In addition, assisting students by

teaching them how to communicate effectively with written texts, using interactive
techniques, allows them to easily remember what they are reading and to find meaning

in the passage (Ruiz, 2015). Improving all students' reading skills to reduce the learning

gap is one of the key objectives of the No Child Left Behind Act (NCLB) and the Every

Student Succeed Act (ESSA). Closing the gap can be done by requiring and

encouraging schools to incorporate higher standards, higher education, and research

based on research and assessment (International Literacy Association 2016; Richburg-

Burgess, 2012). Teaching comprehension can be done by teaching students clearly

how to use specific strategies to improve their reading comprehension skills (Stetter &

Hughes, 2010).

Several reading comprehension techniques are considered as effective tools to

improve students' understanding of the written material. These strategies include, but

are not limited to, for image editors (DiCecco & Gleason, 2002), co-learning strategies

(Vaughn et al., 2011), peer support strategy (Rafdal et al., 2011), storytelling (Zahoor &

Janjua, 2013), and questioning (Rouse, Alber-Morgan, Cullen, & Sawyer, 2014). Also,

multiple classroom comprehension tests have been used by teachers to measure

students' reading comprehension of learning materials and to measure the effectiveness

of a particular teaching method or teaching strategy. The data collected from the 5-

grade tests gives teachers the opportunity to (a) develop the most appropriate

instruction for students, (b) make a better decision on which subject will best teach, (c)

block what support should be used during their studies, and (d) and what challenges

students may face. Close Process (Ahangari, Ghorbani, and Hassanzadeh, 2015),

informal learning inventory (Burns and Roe, 2011), rewriting process (Hagtvet, 2003) ,
think aloud (Spinelli, 2012) are some examples of these classroom-based

comprehension tests.

Conversely, being able to successfully acquire reading ability in the early grades

can greatly enhance learners' achievement in their higher grades. Therefore, it is very

important to address problems in reading comprehension in early grades (Ford & Opitz,

2008; Swanson, 2000; Goo et al., 2013; Corcoran, 2005) through reading

comprehension strategies (Stetter and Hughes, 2010). Many researchers have

emphasized the importance of teaching and equipping students with reading

comprehension skills in their early years (Spencer, Goldstein, Sherman, Noe, Tabbah,

Ziolkowski, & Schneider, 2012; Slavin, Lake, Chambers, Cheung, & Davis, 2009).

Therefore, helping students to become successful students depends largely on the

knowledge, and effectiveness of their teachers (Chatman, 2015). Previous research

studies on reading comprehension techniques focused on a number of themes. For

example, many studies have evaluated the effectiveness of specific reading

comprehension strategies in improving the reading comprehension of students with

learning disabilities. Taylor, Alber, and Walker (2002) examined the effectiveness of

both self-reflection and storytelling strategies in the learning comprehension of low-

income students with learning disabilities. The research was conducted in a specialized

educational resources room. Findings showed that both self-questioning and news

mapping were effective interventions to improve students' realistic and transcendental

understanding. Also, Stagliano and Boon (2009) examined the impact of using a media

mapping strategy to improve reading comprehension for fourth-grade students with

learning disabilities. Researchers used a multiple-probe design for all participants to

assess the impact of using a mapping strategy to improve students' understanding of

descriptive text. The findings of this study revealed that storytelling is a practical

strategy that has helped to improve students' understanding of descriptive text. Other

studies have examined the impact of using technology on reading comprehension,

noting that using technology improves students' reading comprehension (e.g., Lenhard,

Baier, Endlich, Schneider, and Hoffman, 2013; Delancruz, 2014). For example, Redcay

and Preston (2016) examined the impact of the use of iPad app-guided instructions on

teachers' fluency and comprehension skills for second graders. The results of that

quasiexperimental study showed that students who were taught using the teacher-

directed iPad app instructions showed higher scores on reading comprehension and

fluency compared to students who did not receive the teacher-directed iPad app. Some

studies focus on the relationship between students' attitudes towards learning and the

levels of application of the cognitive strategy (e.g., Sallabas, 2008; Kırmızı, 2011). The

results of these studies have shown that there is a positive relationship between

students' reading development and the use of learning strategies.

In other words, students with a good reading environment often use a reading

strategy as an aid to helping build a sense of the text. However, few studies have

explored effective reading comprehension strategies for learners with learning

disabilities in grades two and three (Gooden, 2012; Williams, 2005). Also, a small

amount of research focused on evaluating eight effective learning comprehension

strategies using special education teachers to improve the level of reading

comprehension of undergraduate students with learning disabilities (Chatman, 2015;

Gersten et al., 2001; Reid & Lienemann, 2006; Swanson, 2000). While previous quality
research has explored reading comprehension strategies for special education teachers

using in inclusive environments and classrooms with second- and third-grade students

with learning disabilities (Chatman, 2015), to my best research experience no research

investigative learning strategies used to improve academic teaching strategies for

understanding their students with disabilities in the resource area. Therefore, the

shortcoming as observed in relation to this non-researched issue is that the topic has

not been explored by specialized teachers of education who use reading

comprehension strategies for third grade with learning disabilities in the class room

environment.

The Impact of Pandemic to student Reading Development

According to the World Literacy Foundation, the beginning of the year 2020 has

seen the lives of millions of people ruined by the outbreak of COVID-19. Educational

institutions in 192 countries have temporarily closed their doors, and the closure has

affected more than 91% of enrolled students, according to UNESCO.

As more and more children are forced to stay home and not go to school, the risk

of students being separated or completely deprived of their education is even greater.

The brain is a muscle that needs to be strengthened to improve its growth. Learning is

an easy way to help keep students' minds refreshed and focused during the global

turmoil that has created many barriers to education. Not only does reading that instill in
students' understanding and curiosity, but it also helps in developing important skills

such as critical thinking, reasoning, and comprehension. These are important factors in

helping students stay in touch with their learning until formal education programs are

fully recovered. Reading promotes literacy, and reading and writing change lives.

According to a study by the Journal of College Teaching and Learning, 30

minutes of study can help lower heart rate and blood pressure, as well as reduce

psychological stress.

A study conducted by researchers at the Stanford Graduate School of Education

(GSE) provides new evidence about the impact of epidemics on student learning in the

early grades, showing different changes in the development of basic reading skills at

different times over the past year. The results from the reading tests given to first to

fourth graders across the country show that the growth of learners' fluency in oral

reading - the ability to read aloud and audibly - was largely halted in the spring of 2020

following the sudden closure of the school by COVID-19. Gaining these skills was

strong in the fall of 2020, but it was not enough to recoup the losses students

experienced in the spring.

Zonal Learning /Home Visitations

Education plays a vital role in the financial and social development of any

country. Considering the importance of schooling, improving student achievement is

critical to developing a solid foundation for the country's progress (Epstein, 2018).

Educational achievement has been characterized primarily by student development and

knowledge development in the educational and teaching environment (Farkas, 2017;

Lucas, 2017). Educational success is reflected in a student's academic performance.

Achieving lessons defines children's status in the classroom and gives young people

opportunities to develop their skills and improve their grades and prepare for future

educational challenges (Col, 2013; Trumbull, et al. 2017).

The home is the student's main focus, and the home has a profound impact on

student achievement and is a major factor in a child's education (Marcon, 1999). The

way in which a student lives, his/her sustenance, and his/her way of life are affected by

the home (Trumbull, et al. 2017). The types of family structure contribute to a student's

achievement in school.

According to the National Campaign for public school improvement- Project

Applessed (2020), starting a home visit program and closing the home school gap takes

a lot of planning, training and support to make it work. Initially, teachers often expressed

concern about the safety of visiting homes they did not know, what to do during 30 to 90

minutes, and how to draw proper boundaries during visits. Many other teachers who

have never visited homes have had concerns about language barriers, parental

reactions to visits, and appropriate visits to their full schedules. However, after training

for the visits and participating in the home visit programs, the majority of teachers found

home school visits an effective and innovative tool.

Researchers at California State University in Sacramento (CSUS) have found

evidence that home visits can increase student performance, over-parental involvement,

reduce behavioral problems, and foster positive attitudes toward school. Properly done,

a home visit can provide teachers, parents and students with a better opportunity for

connection, communication and collaboration.
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter shows the research design, locale, sampling procedure,

respondents of the study, research instrument, validity and reliability of the research

instrument, data gathering procedure, scoring procedure, and statistical treatments that

will be employed in this study.

Research Design

`This study will use quasi experimental research which aim to evaluate

interventions with the aide of pre-test and post-test design in which comprehension
score of the students will be compared to determine the effectiveness of such

intervention. In addition, this study will employ correlational research design which

investigates relationship between the socio demographic profile of the students and

their level of comprehension.

Research Locale

The study will be conducted at El Salvador City, Misamis Oriental, in one of its

urban public secondary schools in the city at DepEd Division of El Salvador City during

the Academic Year 2020-2021. The school envisions to provide globally-competent

individuals as catalysts of change that could contribute to the world. It was established

in 1980 with the joint efforts of the barangay official and local municipal officials in their

desire to cater graduates of elementary grades from hinterland nearby barangays and

of the place too. The first operation of the school started with four teachers (1 male and

3 females) who took charge of the 180 enrollees for first year and second year levels.

Third year and fourth year levels were offered the following year.
 Figure 3.1. Locale of the Study

Sampling Design

The researcher considered convenience and purposive sampling design in

identifying the respondents of the study. Convenience sampling also known as

availability sampling is a specific type of non-probability sampling method that relies on

data collection from population members who are conveniently available to participate in

study. And, purposive sampling also known as judgment is a sampling technique in

which researcher relies on his or her own judgment when choosing members of

population to participate in the study.

Respondents of the Study

 Respondents of the study will be Grade 9 students with 4 sections from

Barangay Cogon, El salvador. Each section contains 45 students. All of four sections

will be given pre-test to determine their initial understanding or comprehension before

the intervention is applied, then followed by the post- test after the intervention is

applied to determine the effectiveness of the intervention which is the zonal reading.

Research Instrument

The researcher will be using a questionnaire based from the Philippine Informal

Reading Inventory Manual 2018. The research instrument consist of 3 main

components for 20 items based the level of comprehension: literal, inferential, and

critical. Comprehension score will be measured and will be used to compare in pre-test

and post-test experiment. Literal questions composed of 6 questions, inferential

composed of 8 questions, and critical consist of 6 questions.

Validity and Reliability of Research Instrument

The validity of the questionnaire is tested by the help of Statistician.

For the reliability test, a pilot test will be conducted considering at least 20

students to participate in the test. Reliability test will be measured by determining the

Cronbach alpha such that the value must not be less than 0.700.

Data Gathering Procedure

 A letter will be sent to the school administrator/principal to conduct a research

study. On the first meeting (week 1) the respondents will be oriented regarding the

conduct of the research study, and the pretest will be administered. Then, the

cooperating teacher in both the control group and the experimental group will process

the class discussion on writing essays, and descriptive text. The teacher will be

supervised and monitored by the researcher. In the control group only pure lecture or

the traditional way of teaching shall be employed, while on the experimental group the

researcher will provide to the teacher the necessary procedure for the zonal reading.

Same process will be will conducted on the 2 nd week up to the last week of the month.

The conduct of the study is expected to finish within two months. The post-test will then

be administered after the eighth week.

Scoring Procedure

Statistical treatment

Data collected from the questionnaire will be tallied, analyzed, interpreted and

summarized accordingly. The researcher used the following treatment:

Weighted Mean – is an average computed by giving different weights to some of

the individual values. This was used to determine average mean score of students in

terms of their level of comprehension.

Pearson Moment Correlation- is a measure of the strength of a linear association

between two variables and is denoted by r .This was used to determine the relationship

between students socio demographic profile and their level of comprehension.

 t- test – this will determine if there exist statistical significant difference between

the pretest and post test score of Grade 9 student before and after the zonal reading

intervention.